Self-esteem is “the attitudinal, evaluative component of the self; the affective judgments placed on the self-concept consisting of feelings of worth and acceptance which are developed and maintained as a consequence of awareness of competence and feedback from the external world

2. DEVELOPMENT OF SELF ESTEEM
CHAIRPERSON: DR. PRASANTHI NATTALA
PRESENTED BY: Mrs. AMRITA ROY
M.SC PSYCHIATRIC NURSING
NIMHANS,BANGALORE

3. “Probably the most important
requirement for effective
behavior,
central to the whole problem,
is self esteem.”
~Stanley Coopersmith

4. SELF ESTEEM

5. SELF ESTEEM
SELF
ACCEPTA-
NCE
SELF
WORTH
SELF
RESPECT

6. INTRODUCTION

7. INTRODUCTION

8. DEFINITION
“The evaluation which the individual makes and
customarily maintains with regard to himself; it
expresses an attitude of approval and indicates
the extent to which an individual believes
himself to be capable, significant, successful and
worthy.”
(Coopersmith, 1967)

9. DEFINITION
Self-esteem is “the attitudinal, evaluative
component of the self; the affective judgments
placed on the self-concept consisting of feelings
of worth and acceptance which are developed
and maintained as a consequence of awareness
of competence and feedback from the external
world.”
(Guindon, 2002)

10. SELF-ESTEEM CONTINUUM
HEALTHY
SELF
ESTEEM
HIGH SELF
ESTEEM
LOW SELF
ESTEEM

11. DEVELOPMENT OF SELF ESTEEM

12. INTERACTING FORCES
SELF
ESTEEM
NURTURE
NATURE

13. FACTORS INFLUENCING SELF ESTEEM
AGE
GENDER
BODY IMAGE

14. FACTORS INFLUENCING SELF ESTEEM
HEALTH & ILLNESS
EXPERIENCES
RELATIONSHIPS

15. PROCESSES INVOLVED
REFLECTED APPRAISALS
SOCIAL COMPARISONS
SELF-ATTRIBUTIONS

16. DEVELOPMENT OF SELF ESTTEEM ACROSS
THE LIFE SPAN

17. INFANCY
• Infants start building self-esteem as soon as they are
born.
• They gradually learn that they are loved, as the
people who care for them, consistently treats them
gently, kindly, comfort them when they cry, and show
them attention.
• How their parents or primary caregivers treat them
sets the stage for later development of self-esteem.

18. TODDLERHOOD
• No clear understanding of self-esteem.
• Each time they learn a new skill they add to their sense of
ability and comprehension of who they are.
• Toddlers learn about themselves by learning what they look
like, what they can do, and where they belong.
• Toddlers see themselves through the eyes of their
parents, family or primary caregivers.

19. PRESCHOOL
• Preschoolers have a clearer understanding of who
they are and how they fit into the world they know.
• They develop their self-esteem in mostly physical
ways, by comparing their appearance to that of other
children, such as height, size, agility, and abilities.
• Preschoolers learn self-esteem in stages through
developing their senses of trust, independence, and
initiative.

20. SCHOOL AGE
• A critical point in a child's development of self-esteem
occurs when they start school.
• In the early school-age years, self-esteem depends on
their physical appearance and characteristics and their
ability to make friends with other children their own age.
• Stresses at home, such as parents arguing a lot, and
problems at school, such as difficult lessons, being bullied,
or not having friends, can have a negative impact on a
child's self-esteem.

21. ADOLESCENCE
• Teenagers' self-esteem is often affected by the
physical and hormonal changes they experience,
especially during puberty.
• Body image is a major component in teenagers' self-
esteem.
• Peer acceptance and relationships are important to
children's social and emotional development and to
their development of self-esteem.

22. ADULTHOOD
• By adulthood self-esteem has changed from a mostly
reactive phenomenon to one that can be consciously acted
upon to either increase or decrease feelings of self worth.
• Adults are confronted by many situations that affect levels
of self-esteem.
 success-failure experiences
 acceptance-rejection situations
• Romantic relationships, peer relationships, and relationships
with family members can affect self-esteem.

23. OLD AGE
• Self-esteem declines in old age (around age 70).
• May also reflect a shift toward a more modest,
humble, and balanced view of the self in old age.
• Alternate hypothesis:
Older individuals may maintain their self-esteem
and well-being because they are buffered against
the adverse effects of various life transitions by a
host of coping processes.

24. DEVELOPING A POSITIVE SELF
ESTEEM

25. ANTECEDANT CONDITIONS
COOPERSMITH (1981) IDENTIFIED THE FOLLOWING ANTECEDENT
CONDITIONS OF POSITIVE SELF ESTEEM:
POWER SIGNIFICANCE VIRTUE
COMPETENCE SET LIMITS

26. ROLE OF PARENTS

27. BABIES • Parents can lay the
groundwork for healthy
self-esteem by caring for
baby gently, responding
when baby cries and giving
lots of cuddles and smiles.
• All of this tells baby that
she is loved and lovable.

28. TODDLERS
• Let child know that you see
her as clever, special and
valued.
• Let toddler make reasonable
decisions.
• Give child the chance to say
‘no’.

29. PRESCHOOLERS
• Balanced feedback is a
good way to respond.
• This lets children feel pride
in them, but sends the
message that other people
are important and can do
things well too.

30. SCHOOL AGE
CHILDREN
• Give extra love and cuddles
at the end of the school day.
• Get involved in school life.
• Teach child about fair play.
• Give child the chance to try
new activities and learn new
things.

31. ROLE OF TEACHERS
• Patient when explaining expectations of homework,
class work, etc
• Will not embarrass children when they make mistakes
or when a child is having trouble grasping what is
being taught
• Make themselves approachable
• Gain trust and show trust

32. ROLE OF TEACHERS
• Make school a positive environment and experience
• Maintain a positive attitude towards children and school
• Show understanding of the challenges school may bring to
the child
• Respectful of a child’s differences and encourage respect
from all children towards each other’s differences

33. ROLE OF TEACHERS
• Avoid making comments to a child that will make the child
feel like they aren’t smart and talented
• Continuously provide opportunities for children to learn
and succeed
• Listen to children when they express concerns or ideas
• Stay calm during challenging circumstances and avoid
shouting in anger or frustration

34. FOCUS AREAS OF EMPHASIS
A SENSE OF SECURITY
A SENSE OF BELONGING
A SENSE OF PURPOSE
A SENSE OF PERSONAL COMPETENCE AND PRIDE

35. FOCUS AREAS OF EMPHASIS
• A SENSE OF SECURITYA SENSE OF TRUST
A SENSE OF RESPONSIBILITY
A SENSE OF CONTRIBUTION
A SENSE OF MAKING REAL CHOICES AND DECISIONS

36. FOCUS AREAS OF EMPHASIS
A SENSE OF SELF-DISCIPLINE AND SELF-CONTROL
A SENSE OF ENCOURAGEMENT, SUPPORT AND
REWARD
A SENSE OF ACCEPTING MISTAKES AND FAILURE

37. CONCLUSION

39. APPENDICES

41. DISCUSSION

43. COMPONENTS
According to Warren (1991):
– The ability to say that “I am important”, “I
matter” and
– The ability to say “I am competent”, I have
something to offer to others and the world.

44. COMPONENTS
According to Braden (1969):
– Self-esteem is an essential human need that is vital
for survival and normal, healthy development.
– Self-esteem arises automatically from within based
upon a person's beliefs and consciousness.
– Self-esteem occurs in conjunction with a person's
thoughts, behaviors, feelings, and actions.

45. MANIFESTATIONS OF SELF ESTEEM
LOW SELF ESTEEM HIGH SELF ESTEEM
Passive Assertive
Excessively dependent Self directed
Difficulty making decisions Makes decisions
Hesitant to express views Expresses views well
Critical to self Praises self
Lack of self confidence Self confidence
Blames others for shortcomings Assumes responsibilities
Afraid of competitions and
challenges
Willing to take risks
Lacks initiative Takes initiatives

46. GENDER DIFFERENCES IN SELF ESTEEM
ACROSS THE LIFE SPAN

47. GENDER DIFFERENCES IN SELF ESTEEM
• A number of studies suggest that boys and girls
diverge in their primary source of self-esteem
– girls being more influenced by relationships
– boys being more influenced by objective success.
• In terms of feelings about the self across the
lifespan, women tend to have lower body image
satisfaction than men.

48. THE TRAJECTORY OF SELF-ESTEEM ACROSS
THE LIFESPAN

49. CHILDHOOD
• Young children have relatively high self-
esteem, which gradually declines over the
course of childhood.
• As children develop cognitively, they begin to
base their self-evaluations on external
feedback and social comparisons.

50. ADOLESCENCE
• Self-esteem continues to decline during
adolescence.
• Researchers have attributed the decline to
body image and other problems associated
with the more academically challenging and
socially complex context.

51. ADULTHOOD
• Self-esteem increases gradually throughout
adulthood, peaking sometime around the
late 60s.
• Over the course of adulthood, individuals
increasingly occupy positions of power and
status, which might promote feelings of self-
worth.